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Understanding integrated working. What I need people to do. Learning outcome. To understand what hinders and facilitates integrated working. Why work toge th er?. Neglect can affect every part of a child’s life.
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Understanding integrated working What I need people to do
Learning outcome • To understand what hinders and facilitates integrated working P29 Understanding integrated working
Why work together? Neglect can affect every part of a child’s life. All practitioners who encounter children in their work are in a position to notice that child needs additional help. Comprehensive plans to support children rely on the expertise of a range of professions such as health, education, housing etc. P29 Understanding integrated working
Is this a surprise? Difficulties in collaboration noted since 1960s: lack of ownership amongst senior managers; inflexible organisationalstructures; conflicting ideologies and cultures; lack of budget control; communication problems; poor understanding of roles; mistrust among professionals; no common language. (Howarth and Morrison 2007) P29 Understanding integrated working
What do we mean? ‘Service integration is an ecological integrated children’s system that is centred on the child and their family, served through service coordination, and supported through integrated organisations and agencies.’ (Siraj-Blatchford and Siraj-Blatchford 2009) P29 Understanding integrated working
Do you recognise these scenarios? • Multidisciplinary ‘…practice among individuals working within a single agency where the focus tends to be on priorities of that agency and coordination with other agencies is rare.’ • Interdisciplinary ‘...situation in which individual professionals from different agencies separately assess the needs of child and family, and then meet together to discuss findings and set goals.’ (Sloper 2004) P29 Understanding integrated working
Is the goal to move towards? • Transdisciplinary working ‘...members of different agencies work together jointly, sharing aims, information, tasks and responsibilities…One coordinated multiagency assessment is undertaken and used by all professionals. Families are seen as equal partners.’ (Sloper 2004) P29 Understanding integrated working
Shared characteristics for working together Level and degree of service integration Low-level collaboration Integration Two or more organisations. Organisations retain own identities. Relationship is not contractor-provider. Usually some agreement to work together. Usually agreed aims. Aims could not be achieved by one organisation alone. Relationships formalised – usually a structure with planning, implementation and review of agreed work. P29 Understanding integrated working
Challenges for effective integrated working Political climate. Organisational challenges. Cultural and professional obstacles. Multi-layered integration. P29 Understanding integrated working
Prerequisites for effective integrated working Good systems of communication. Support, supervision and joint training. Secondments between services. Commitment to evaluation, audit and change. Commitment to consulting with, and acting on, user/carer views. P29 Understanding integrated working
What helps working together? Commitment to joint working at all levels. Strong leadership and emotional intelligence of management. Clarity of purpose. Clarity of arrangements and responsibilities. Relationship and trust between partners. Practical interventions to promote integrated working. P29 Understanding integrated working
What prevents working together? Previous history of conflict. Competitive relationships. Bureaucratic need to follow procedures. Issues of accountability. Professionals or disciplines not relinquishing roles. Power struggles. Lack of common language. Reliance on key individuals. P29 Understanding integrated working
Examples of practice models (UK) MASH (multi-agency safeguarding hub) (England) Families First (Wales) GIRFEC (Getting it right for every child) (Scotland) Gateway Team (NI) P29 Understanding integrated working
Do things improve? ‘It is suggested that there appears to have been a move away from the view of integrated services as an ideal model, towards a view that the outcomes of integrated working are situation specific and that diverse approaches to the degree/extent of integration may be equally valid.’ (Robinson, Atkinson and Downing 2008) P29 Understanding integrated working
Do things improve? • European models show greater integration in Nordic countries where there is high level of commitment to implementation of holistic child welfare model, characterised by higher levels of investment, trust, authority and negotiation. • In the UK, research – albeit limited - suggests that integrated working is providing mixed outcomes on a number of levels: • service users • professionals • services. P29 Understanding integrated working
For services users Improved access to services and speedier response. Better information and communication from professionals. Increasing involvement of service user and wider communities. Holistic approach. Improved outcomes: maintenance in home setting; improvement in attainment. P29 Understanding integrated working
For professionals Better understanding of issues and children’s needs. Increased understanding and trust between professionals. Greater willingness to take risks. Co-learning. But Increased demands and pressures on individual agencies. Joined up working an add-on to existing workload. Insufficient time for negotiation and information exchange. Lack of adequate administrative support. P29 Understanding integrated working
For services Quality. Efficiency. Greater focus on prevention and early intervention. Greater reliance on evidence based practice. P29 Understanding integrated working
For the future ‘The emphasis of all models that are adopted, particularly within social care, should be on continuity in terms of the practitioner-client relationship.’ (Barlow with Scott 2010, p107) P29 Understanding integrated working
